1. Science Leadership Support Network
October 23, 2009
Welcome!
Supported by PIMSER and Kentucky Department of Education
Please enjoy some refreshments and take time
to work on the SLSN Pre-Survey 1 1

2. Presentation Provided by the P-12 Math and Science Outreach
Division of PIMSER

3. Group Norms Stay on schedule; be on time
Put cell phones on silent and computers closed
Stay present, giving full attention
Listen actively as others are speaking
Be engaged—Be IN the work
Avoid sidebar conversations
Balance advocacy and inquiry
Keep name tags visible
Rule of 2 feet
Any others? 3 3

4. Goals of SLSN
Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement.
Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Energy Transformations big idea.
Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

5. High Quality
Teaching and
Learning
Heat
And
Temperature
Learning
Climate

6. Global Achievement Gap Brief
Roadmap for Today
Heat
And
Temperature
What’s my
Word?
Learning Climate
What have I tried?
Probe
Results
Content
Survey
Global Achievement Gap Brief

7. What’s My Word?
Each person has a word on their back that deals with Characteristics of High Quality Teaching and Learning or Heat & Temperature.
The object is to guess your OWN word by asking probing questions to others that can be answered yes or no.
You may ask 1 question per person.
Use the recording sheet to help you track your questions.
Once you know your word, have a seat.

8. Content Survey

9. Curriculum Topic Study
Learning target:
I can use the information from a curriculum topic study to improve instruction of that topic.

10. What is a Curriculum Topic Study?
A systematic study of readings from a core set of professional science education resources.
Helps improve content background.
Helps improve understanding of pedagogical implications of particular content.
Helps teachers translate formal course content into a context that is appropriate for students.

11. Going Through the Process
There are 6 parts to the CTS
Today we will do all parts
You will need the following resources:
Science Curriculum Topic Study (SCTS)
Benchmarks for Science Literacy
National Science Education Standards
Science for All Americans
Science Matters
Atlas of Science Literacy Vol. 1 and 2
Making Sense of Secondary Science
Graphic Organizer for note taking

12. Heat and Temperature Using the guide on page 216 of the SCTS book…..
Complete section I
Refer to page 37 for guiding questions
Record your notes, using the CTS organizer
Elementary—K-8
MS and HS—6-12

13. Section I Debrief—Standing Meeting
What information did you gain from this section?
How can the information gained improve your instructional practice?
How can the information gained improve understanding for your students?
What are some pros and cons of this section?
Create a chart synthesizing the information you read from Science for All Americans and Science Matters
WHAT SHOULD ADULTS KNOW?

14. Heat and Temperature Using the guide on page 216 of the SCTS book…..
Complete section II
Refer to page 37 for guiding questions
Record your notes, using the CTS organizer

15. Section II Debrief—Standing Meeting
What information did you gain from this section?
How can the information gained improve your instructional practice?
How can the information gained improve understanding for your students?
What are some pros and cons of this section?
Create a chart synthesizing the information you read from this section
WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

16. Critical thinking based on scientific concepts and understanding is the primary goal for science education.
Benchmarks for Science Literacy, pg. 71

17. Heat and Temperature Using the guide on page 216 of the SCTS book…..
Complete section III Refer to page 37 for guiding questions
Record your notes, using the CTS organizer

18. Section III Debrief—Standing Meeting
What information did you gain from this section?
How can the information gained improve your instructional practice?
How can the information gained improve understanding for your students?
What are some pros and cons of this section?
Create a chart synthesizing the information you read from this section
WHAT ARE THE SPECIFIC CONCEPTS AND IDEAS?

19. Let’s Share Out!
From your grade level groups, the person who was born the farthest distance from Lexington, will be the presenter.
Share your findings with the whole group for your specific grade level band: K-5, 6-8, 9-12.

20. Heat and Temperature Using the guide on page 216 of the SCTS book…..
Complete section IV Refer to page 37 for guiding questions
Record your notes, using the CTS organizer

21. Table Meetings
At your table, share out your findings about misconceptions around this topic.
We will chart these misconceptions whole group.

22. Putting it all Together
Using the information from section V, examine coherency and articulation of the topic.
Now look at our state standards as directed in section VI.
What similarities do you notice?
What differences?

23. How can the CTS impact…..
Curriculum?
Instruction?
Assessment?

24. What if…
What if students don’t develop a more scientific understanding of heat and temperature?
What other conceptual understandings in science might be affected?

25. Curriculum Topic Study
Learning target:
I can use the information from a curriculum topic study to improve instruction of that topic.

26. Time to Reflect

27. High Quality Teaching and Learning
Assessment and Reflection
The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction.

28. “When teachers are asked how they assess their students, they typically talk about tests, examinations, quizzes, and other formal methods. When they are asked how they know whether their students have learned what they have taught, the answers are very different.”
Dylan Wiliam, Assessing Science Learning

29. Characteristics of High Quality Teaching and Learning
Teacher Characteristics:
A- Teacher uses multiple methods to systematically gather data about student understanding and ability.
B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice. 
C- Teacher revises instructional strategies based upon student achievement data. 
D- Teacher uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions.  The teacher: 1) uncovers students’ prior conceptions about the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions regarding the natural and physical world.
E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance. 
F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies.  
G- Teacher provides regular and timely feedback to students and parents that moves learners forward.  
H- Teacher allows students to use feedback to improve their work before a grade is assigned. 
I- Teacher facilitates students in self- and peer-assessment. 
J- Teacher reflects on instruction and makes adjustments as student learning occurs. 

30. Characteristics of High Quality Teaching and Learning
Student Characteristics:
A- Student recognizes what proficient work looks like and determines steps necessary for improving his/her work. 
B- Student monitors progress toward reaching learning targets. 
C- Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers.  
D- Student uses teacher and peer feedback to improve his/her work.
E- Student reflects on work and makes adjustments as learning occurs.

31. What might this look like in practice?
Read the introduction to Vol. 4 of Uncovering Student Ideas in Science.
As you read, put a + by descriptions that match the descriptors for HQTL and a  by descriptions of effective use of probes.
Why is it important to gather information and reflect on learning through a systematic process that informs instruction?

32. Energy Transformations: Heat and Temperature

33. Let’s Examine the Data
Working in grade alike groups, compile the data from the probe.
Place the results in the chart.
What patterns do you notice?

34. What to look for in Students’ Responses to Probes
Area for Analysis
What to Look For
Concepts and Ideas
Number of students choosing a selected response (tallies); groups of students using similar explanations
Use of terminology
Confusion of everyday words with their scientific meaning; appropriate use of scientific terminology
Transfer of Learning
Ability to apply ideas across contexts or in new situations
Prior Knowledge or experience
Ideas that students bring to their learning; experiences students may have had that impact their ideas
Sophistication level
Grade levels at which the students’ ideas are typically developed
Reasoning
Types of rules or justifications students use to support their ideas
Ability to explain
Students’ ability to write or verbalize an explanation

35. What are important considerations?
Temperature
Heat
Thermal Energy
What is the suggested developmentally appropriate progression for teaching these?
What are the distinguishing characteristics of each of these?
What can the probe responses tell us about student understanding?
Why do students struggle to understand each of these?
What are some instructional considerations?

36. A formative assessment “probe” is like a _____________, because ___________.

37. Minding Your P’s and Q’s!
Throughout our meetings, we will be referring to 7 Strategies for Assessment for Learning
Preview this book by asking yourself (and answering) the 4 questions on your handout as you skim through the text.
Homework: Read Ch.1 using the organizer as a guide.

38. Time to Reflect

39. Learning Climate
What have you tried in the past month in order to improve learning climate?
How did it work?
Generate a table poster representing the ideas of your group.

40. Let’s Debrief Number off 1-7; group by # Each group has 2 tasks:
Pick one of the statements from the Reading Guide to discuss—sharing evidence.
Take the corresponding Survival Skill #- Be prepared to share how that skill and the statement you discussed from the guide connect in some meaningful way.

41. Time to Reflect

42. Global Achievement Gap Brief
Roadmap for Today
Heat
And
Temperature
What’s my
Word?
Learning Climate
What have I tried?
Probe
Results
Content
Survey
Global Achievement Gap Brief

43. For Next Time
Our next meeting will be November 20th at the Embassy Suites
For homework: Chapter 1 in 7 Strategies for Assessment for Learning and Ch. 2 in Global Achievement Gap